Knowledge Beliefs and Problem-solving Capabilities among South African School Principals

2014 ◽  
Vol 38 (3) ◽  
pp. 247-253
Author(s):  
R. J. (Nico) Botha
Keyword(s):  
Problem Solving ◽  
South African ◽  
School Principals ◽  
South African School

scholarly journals Neoliberal stratification: The confounding effect of the school poverty quintile ranking system in South Africa

2020 ◽  
Vol 40 (4) ◽  
pp. 1-9
Author(s):  
Suriamurthee Moonsamy Maistry ◽  
Ian Edward Africa
Keyword(s):  
South African ◽  
Financial Management ◽  
School Principals ◽  
Low Socioeconomic ◽  
The Public ◽  
School Poverty ◽  
South African School ◽  
School Financing ◽  
Depth Interviews ◽  
State Functions

The South African school education landscape is distinctly uneven as it relates to school financing. The state’s attempt at differentiated funding via the quintile system is vaunted as an initiative to address the needs of poor schools. It parades as a commitment to a redress agenda. Since implementation, the socioeconomic demography has changed significantly for many schools. Some have experienced an exodus of fee-paying learners and an increase in poor learners residing in newly established informal settlements. There is limited understanding of the extent of the financial crises that these schools face. In this article we examine the financial management struggles of schools from low socioeconomic contexts. Eight schools in the Greater Durban area were purposively sampled and a series of in-depth interviews were conducted with school principals. The study revealed that principals were involved in constant struggles to manage their schools in the context of dire financial constraints. The advent of outsourcing of procurement is a distinct neoliberal move that relegates previously state functions to the ambit of the market. Profit-driven procurement agents systematically drain the public purse as they wilfully render services and supplies incommensurate with the charges they levy.

scholarly journals Analysis of Rural-Based Pre-Service Teachers Spatial-Visualisation Skills in Problem Solving in Vector Calculus Using MATLAB

2021 ◽  
Vol 16 (10) ◽  
pp. 125
Author(s):  
Godfred Amevor ◽  
Anass Bayaga ◽  
Michael J. Bosse
Keyword(s):  
Problem Solving ◽  
South African ◽  
Mathematical Problem ◽  
Interdisciplinary Studies ◽  
Problem Solving Skills ◽  
Vector Calculus ◽  
Rural Settings ◽  
Second Year ◽  
And Mathematics ◽  
Method Approach

In science, technology, engineering and mathematics (STEM) for instance, interdisciplinary studies have noted positive correlation between spatial-visualization (SV skills) and mathematical problem solving. The majority of these studies sharing a link between SV skills and problem solving were contextualized in urban settings and only a few in rural settings. This investigation analyses how rural-based pre-service teachers apply their SV skills in problem-solving in a South African university, in the context of vector calculus. One hundred rural-based pre-service teachers in a second year vector calculus class at University of Zululand (UNIZULU) were randomly selected into control and experimental groups. MATLAB was used as a dynamic visual tool to analyse how research participants applied their SV skills. A mixed method approach was employed in data collection (quantitative and qualitative). Our findings revealed that the rural-based pre-service teachers’ SV skills correlate with their problem-solving skills in vector calculus.

scholarly journals The realities of educator support in a South African school district

2018 ◽  
Vol 38 (1) ◽  
pp. 1-11 ◽  
Author(s):  
Gugulethu Nkambule ◽  
◽  
Christina Amsterdam
Keyword(s):  
School District ◽  
South African ◽  
South African School
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